Apprenticeship to
College Credit
A Handbook Preparing Apprenticeship Programs
for the College Credit Course Review Process
A Handbook of the
New Jersey State Employment & Training Commission
Apprenticeship Pathways Committee
Susan J. Schurman, Ph.D.,
Charles Hodell, Ph.D., and
Jeanine Nagrod, MLIR
Chris Christie, Governor
State of New Jersey
New Jersey Pathways
Leading Apprentices to a
College Education
Dennis M. Bone, Chair
State Employment & Training Commission
February 2011
Table of Contents
Introduction .......................................................................................................................... v
Chapter 1: The Credit Recommendation Process .................................................................... 1
Chapter 2: The Three Phases of the Review Process ............................................................... 3
Phase 1: The Pre-Review ..................................................................................................................................... 3
Phase 2: The Review .............................................................................................................................................. 6
Phase 3: The Post-Review ................................................................................................................................... 7
Chapter 3: Comparison of Apprenticeship and College Organizational Structures ................... 9
Record Keeping ....................................................................................................................................................... 9
Instructor Qualifications ..................................................................................................................................... 9
Consistency ............................................................................................................................................................. 10
Apprentice Recruitment and Selection ...................................................................................................... 10
Chapter 4: The Ins and Outs of College Credits ..................................................................... 13
College Credit Basics .......................................................................................................................................... 13
Lower-Level Credits ............................................................................................................................................ 14
Upper-Level Credits ............................................................................................................................................ 14
General Education Credits ............................................................................................................................... 14
Semester vs. Quarter Credits .......................................................................................................................... 17
Types and Values of Credit Hours................................................................................................................. 18
Chapter 5: Comparison of Apprenticeship and College Courses ............................................ 21
Content Equivalency .......................................................................................................................................... 21
Course Length ....................................................................................................................................................... 22
Learning Objectives and Outcomes ............................................................................................................. 22
Evaluation Methods............................................................................................................................................ 22
Quality of Materials ............................................................................................................................................ 23
Chapter 6: Guidelines for Course Presentation ..................................................................... 25
Standardization ................................................................................................................................................... 25
Course Naming ..................................................................................................................................................... 26
Course Grouping .................................................................................................................................................. 27
Course Numbering .............................................................................................................................................. 27
Materials ................................................................................................................................................................. 28
Clustering................................................................................................................................................................ 28
Consistency ............................................................................................................................................................. 28
Instructor Résumés ............................................................................................................................................. 29
Paperwork Completion ..................................................................................................................................... 29
Chapter 7: On-the-Job Learning ........................................................................................... 31
Establishing OJL As an Educational Experience..................................................................................... 31
Determining OJL Credits ................................................................................................................................... 32
Credit Type: Internship ..................................................................................................................... 32
Dangers of Equating OJL to Labs.................................................................................................... 33
Number of Credits ............................................................................................................................... 33
Chapter 8: Course Syllabus Design ....................................................................................... 35
Resource Appendix .............................................................................................................. 39
Course Presentation Template ...................................................................................................................... 38
Documenting On-the-Job Learning.............................................................................................................. 42
Pre-Review Checklist .......................................................................................................................................... 43
Review Checklist .................................................................................................................................................. 45
Post-Review Checklist ........................................................................................................................................ 46
NJ College General Education Requirements........................................................................................... 47
Course Syllabus: Outline ................................................................................................................................... 48
Course Syllabus: Sample Apprentice Course ............................................................................................ 49
Course Syllabus: Sample 3-Credit College Course ................................................................................. 51
iv
Apprenticeship to College Credit
Introduction
Apprenticeship as a form of education has been around for centuries and is perhaps the
best-known model of combining theoretical lessons with routine opportunities for clinical
practice. The introduction of the federal Registered Apprenticeship system in 1937, as set
out in the National Apprenticeship Act (50 Stat. 664; 29 U. S. C. 50), solidified
apprenticeship as a form of regulated, standards-based, postsecondary education directly
linked to industries’ needs and a worker’s career development. Yet even as apprenticeship
gained national standing in the United States, it was kept separate from the academic
education delivered through the country’s higher-education institutions.
The end of World War II and the passage of the GI Bill brought a seismic increase in
demand for college programs for returning veterans who needed both an education and a
path to meaningful employment. The community college system was created to expand
access to postsecondary learning for veterans and eventually for other nontraditional
students. Community colleges also served the vocational preparation needs of non-college-
bound individuals for a wide variety of occupations that required training beyond high
school. Initially these colleges separated the academic from the vocational track of their
curricula.
More recently, educators have come to recognize that many skilled occupations in fields
like manufacturing, automotive, construction, and health care require and incorporate
academic preparation that is equivalent to the academic content of the college-degree
academic program. Accordingly, the nation’s registered apprenticeship programs were
among the first to request college credit for the academic content of their programs.
Regardless of whether skilled trades training is provided through a community college or
an independent provider, the greatest barrier to awarding academic standing to
apprenticeship has been a mindset that vocational education is not the equivalent of a
college liberal arts or sciences education. Apprenticeship classes are seldom taught by
academic faculty, and their content is foreign to traditional programs of study in the arts
and sciences. Therefore, an important factor in moving apprenticeship into the realm of
Apprenticeship to College Credit
v
college credit is a credible process for establishing that the learning that takes place in
apprenticeship is, at a minimum, equal to the learning that takes place in a traditional
college classroom. The process of making the case that a specific apprenticeship is in fact
equal and therefore qualified for college credit is the subject of this handbook. The diagram
presented here illustrates the basic steps in making that case by efficiently and effectively
packaging your course materials; each step is reviewed in detail in the chapters that follow.
Consider the TYPES of courses you’re presenting.
Check for course content equivalencies to EXISTING COLLEGE COURSES and
GENERAL EDUCATION requirements.
Group or divide courses into 3-CREDIT HOUR EQUIVALENTS where possible.
STANDARDIZE the course name using the Course Presentation Template.
Decide whether to request LOWER- or UPPER-LEVEL credits.
Be certain each course has a SYLLABUS with LEARNING OBJECTIVES and
appropriate EVALUATION MECHANISMS.
CLUSTER similar types of courses for presentation.
Over the years, a number of apprenticeship programs have been evaluated and
recommended for college credit. But receiving such a recommendation is only the first
step; the next, more meaningful step is making that recommendation count toward a
college degree. In the academic community, recognition is based not on how many credits
students can accumulate for a program, but on how many college-level credits they can
transfer onto a college transcript toward graduation requirements. This handbook is
intended to help apprenticeship programs think about ways to standardize their approach
vi
Apprenticeship to College Credit
to the credit review process, ultimately making the transfer of credits easier for the
apprenticeship program, the apprentices, and the colleges in which they enroll.
Chapter 1 gives an overview of the credit recommendation process. Chapter 2 discusses
the three phases of the review process in detail: pre-review, review, and post-review.
Chapter 3 compares an apprenticeship program’s organizational structure to that of a
college to help ensure that the program presents itself as professional and academically
rigorous.
The remaining chapters discuss the heart of the process, comparing apprenticeship courses
to college courses and presenting them in a standardized way that will help your program
get the most out of your credit recommendation. Chapter 4 explains the college credit
system and provides guidelines for determining the number of credit hours to request for
each of your program’s courses. The chapter also discusses levels, types, and values of
credits. Chapter 5 provides guidance for comparing apprenticeship coursework to college
courses. Chapter 6 guides you in standardizing your course presentations to gain the
maximum number of credits for transfer to a college transcript. As discussed throughout
this handbook, maximizing the number of credits that can be transferred course by course
from the apprenticeship program to a college transcript is even more important than
maximizing the number of credits a review team recommends. Chapter 7 focuses on how to
present an essential part of every apprenticeship program, on-the-job learning (on-the-job
training). Finally, Chapter 8 shows how to create a course syllabus that brings together all
the elements discussed in the previous chapters.
The Resource Appendix at the end of the handbook provides practical resources to use
throughout the process, including a course presentation template, checklists, outlines, and
sample documents.
Apprenticeship to College Credit
vii
Chapter 1: The Credit Recommendation Process
The review of an apprenticeship program for college credit requires significant initial effort
on the part of the program seeking review. This is because the reviewing organization,
whether a college or a third-party evaluation and recommendation service, must be
convinced that the apprenticeship program meets the academic and administrative
standards established for college-level learning and credentials. The review process is
similar to the accreditation process colleges and universities must undergo periodically, as
well as the external review process that college majors must regularly undergo; this
process ensures that their programs meet all required standards. If noncollegiate programs
like apprenticeship programs wish to be included in the collegiate system, they too must
demonstrate that they meet such standards.
The reviewing organization spends a great deal of time looking at every aspect of the
apprenticeship program to determine which courses are creditworthy and whether the
program’s administrative structure can support the necessary reporting responsibilities.
After the review, the organization makes a credit recommendation for each course and
gives each recommendation a date span. If the course is new or is newly structured, the
date span begins on the review date and generally ends in three to five years, depending on
the reviewing organization. If a course is older and has not had significant changes, the
credit recommendation may be backdated up to five years before the date of review.
Once a recommendation’s date span has ended, a new review is required to make certain
that the course has evolved with the times, the evaluation instruments have been updated
(primarily to prevent cheating), the record- keeping and administrative aspects continue to
meet the proper standards, and the course delivery remains at a college level. This too is
consistent with the reaccreditation process required of colleges. The period between
reviews is an excellent time for apprenticeship programs to apply what they learned in the
first review and, if appropriate, to consider increasing a course’s degree of difficulty,
number of classroom hours, or level of evaluation to strive for a higher credit
recommendation at the next review.
Apprenticeship to College Credit
1
If the reviewing organization is a college, apprenticeship courses may become part of an
academic program at that college; then, when a student completes a course and has met the
standards required for passing, the course will appear on that student’s academic
transcript at the college, provided the apprentice applies and is accepted there. Tuition and
other fees may be associated with this process.
If the review is conducted by a recognized third-party evaluation service, each course that
meets the service’s established college-level standards receives a credit recommendation.
This recommendation requires acceptance from a college before the course can be placed
on a student’s transcript. Awarding course credit based upon a third party’s
recommendation is up to the individual college, which usually has clear guidelines for the
process.
Some colleges find it most expedient to transfer credits from an apprenticeship program as
a block. However, these block credits can be quite limiting, particularly if a student wishes
to transfer from one college to another (see Chapter 6 for discussion of the pitfalls of block
credits). The guidelines in this handbook will help you establish courses that can be more
easily placed on a college transcript course by course to prevent the problems inherent in
block credits.
Because no college is required to accept credit recommendations for an apprenticeship
course or program—no matter who makes the recommendation—establishing a
partnership or articulation agreement with a college is vital for an apprenticeship program.
New Jersey Pathways Leading Apprentices to a College Education (NJ PLACE) was
established for this very purpose—to facilitate partnerships between federally registered
apprenticeship programs and colleges in New Jersey. NJ PLACE’s statewide model uses
such articulation agreements to award college credit for the education provided in
participating registered apprenticeship programs, and to define a realistic pathway toward
degree completion. In 2010, NJ PLACE was established by New Jersey law to continue its
work and expand its model into industries throughout the state. To learn more about NJ
PLACE, visit www.NJPLACE.com.
2
Apprenticeship to College Credit
Chapter 2: The Three Phases of the Review Process
There are three main phases in any college credit review process. In the first, the prereview period, you prepare your presentation and complete all necessary review
paperwork and review team arrangements. The second phase is the review itself, which
usually takes a day or more, depending on the number of courses being reviewed. In the
third, post-review phase, the reviewing organization may ask you to supply additional
documentation and information and to respond to constructive recommendations
regarding your courses.
Your apprenticeship program may need to spend a considerable amount of time preparing
for a review since there is no such thing as too much documentation as you go through this
process. It is equally important to contact the NJ PLACE office at each phase of the review
process and share with them any communications you receive from the reviewers. NJ
PLACE may be able to offer you technical assistance and further guidance, in addition to
facilitating college articulation agreements.
Phase 1: The Pre-Review
Preparation is key. Most of the work involved in a review takes place during the pre-review
phase, particularly with regard to collecting information, formatting it for presentation, and
arranging meetings with the reviewers.
The first task is to collect everything associated with the courses to be reviewed, including:
•
•
•
•
•
Manuals
Handouts
Books and texts
Evaluation forms
Attendance forms
•
•
•
•
•
DVDs, videos, and other support materials
Slides/presentations (e.g., PowerPoint presentations)
Student evaluations
Course schedules
List of course instructors with a résumé for each
One effective strategy is to create a box for each course in which to collect all the support
materials for that course. This makes it easy to see whether anything is missing for a
particular course. You can copy items used in more than one course and place a copy with
each course. Exceptions are textbooks and other significant materials that cover more than
Apprenticeship to College Credit
3
one course. For these, it will be helpful to place a note in each relevant course box with the
basic information about each item. Once you’ve collected and sorted the materials, you
need to group and format them.
While you’re preparing the courses for review, you need to work with the reviewing
organization to arrange the review meeting itself. And although each organization and
situation is different, there are some basic elements of the process that need attention.
Logistics. You need to arrange with the reviewing group when and where you will meet for
the review. A training facility, college, or a neutral site like a hotel meeting room is fine. Just
make sure to discuss all these points with the reviewing organization and mutually decide
on the arrangements. Keep in mind that the review usually requires a site visit to your
training facility and administrative offices.
Process. Make sure you have worked with the review committee to determine how the
review meetings will proceed. Specifically, you need to understand your responsibilities in
terms of how to present the program and courses. You may be asked to make a general
presentation, giving a background on the apprenticeship, who it serves, how it is
administered, and what qualifications your instructors possess. You may also be required
to give a background on each course, on-the-job learning (OJL), and other reviewable
aspects of your program. Clarifying the process beforehand prevents you from being
blindsided by requests for unanticipated presentations on the day of the review.
External Committee Selection. Selecting the committee that is to review your
apprenticeship is a critical aspect of the pre-review process. The degree of input you have
in the selection of committee members varies among reviewing groups. You want to ensure
that the committee members reviewing your courses meet the following minimum criteria:
1. Academically qualified. Has each committee member obtained the academic
standing necessary to perform a review? Ask about the degrees they hold and
request up-to-date résumés.
4
Apprenticeship to College Credit
2. Vocationally qualified. Does each committee member have the necessary
professional background for reviewing your courses? In other words, do they have
any experience with apprenticeship or skills-based education and training, or any
practical experience in the field? If not, they will likely try to force-fit apprenticeship
into a standard academic framework, a scenario not usually favorable to the
apprenticeship program and courses. You may be allowed to ask that the review
team include an industry professional who has experience in both the content and
the training environment. Be sure to ask the organization handling the review if this
is a possibility.
3. Philosophically open. A committee member’s philosophy about apprenticeship is
difficult to determine but is worth your attention at this point. If members display
obvious bias against apprenticeship education, they can hardly be positive or even
objective in their review. Everyone should come to the table with an open mind
about the courses and programs being reviewed.
Internal Committee. You need to form a committee within your apprenticeship program
to work on the review preparation and represent the program during the actual review.
1. Selection. In choosing who will represent the apprenticeship at the review meetings,
you need to make sure your committee at a minimum includes members with
subject matter expertise for each course, as well as administrative expertise and
decision-making authority. For the review meetings, you want to include all
individuals who are key to the courses, who are experienced in how the
administrative process works, and who have the authority to make decisions about
issues that arise. Delaying a meeting while you track these individuals down would
make your program look disorganized and cost you money in wasted time.
2. Practice. You should schedule at least one practice session in which your committee
works as a team in a run-through of the review process. You need to determine who
will answer certain questions and who will act as the representative of the
apprenticeship if issues come up that require decisions.
Apprenticeship to College Credit
5
Cost. Reviews come with a number of expenses, so you need to make sure beforehand that
all associated costs, and who is responsible for each, are discussed and clearly stated in
advance. These are the typical costs you can expect:
1. Review fee. This is the cost of the review process, charged per course or as a general
fee for a set period of reviewing time, perhaps one day or one-half day.
2. Honorariums. These are the fees paid to a reviewer for being part of the review
committee of the reviewing organization. This is usually a set amount and is rarely
negotiable.
3. Travel and lodging. You are responsible for expenses related to travel and lodging
for the review team. Some organizations charge a flat fee for these, and others either
ask you to pay directly or ask you to pay the tab when presented with the charges. If
you have a travel bureau or other discount options, you may want to look at making
the arrangements and paying for this directly.
4. Per diem. Both the review team and the apprenticeship representatives may require
a per diem to be paid as part of the review meeting process.
5. Annual fee. Be sure to check whether there are annual fees required between
reviews. Membership in the reviewing organization may be required, as may
periodic fees for listing courses in directories or in online Web resources.
6. Renewal fees. With the exception of most college reviews, courses and programs that
are reviewed and awarded credit recommendations need to be reviewed again after
a set period of time. This is usually either three or five years, but be certain to
discuss this with the reviewing organization up front.
Phase 2: The Review
The critical element of the review process is the meeting of the review team with the
representatives of the apprenticeship program. This may take one or more days, depending
on the number of courses and the amount of material the team needs to review. Be sure
6
Apprenticeship to College Credit
you have full, accurate information concerning the expectations of the reviewing
organization to make certain you have met their needs completely. Setting an open and
productive tone for these meetings is critical.
During the review meetings, you can expect the review committee to examine each course
and its associated materials carefully and in great detail. They may do this as a group, but it
is more likely that separate groups of committee members will review courses at the same
time. Then, they may come together as a full group to review the program as a whole, so
that each committee member has a chance to ask questions.
You may be required to present an overview of the program, as well as of individual
courses, depending on the needs of the committee. Make sure you have discussed the
process before the meeting so that you can be prepared.
The primary role of the apprenticeship’s internal committee in this phase is to facilitate the
review process, answering questions and clarifying any misunderstandings concerning
issues that may arise.
Phase 3: The Post-Review
The post-review process usually involves follow-up with the review committee, which may
need additional information, materials, or clarification before it can make its
recommendations. These requests should be dealt with as quickly as possible. The review
team may also make friendly recommendations, suggesting changes to courses that would
result in a higher credit recommendation. It is the apprenticeship program’s decision
whether to agree to implement these suggestions, as well as its responsibility to inform the
reviewing organization of its intentions regarding the suggestions.
After credit recommendations are made, the apprenticeship program is generally charged
an annual fee by the reviewing organization to keep the recommendations current. It will
also be necessary to have the recommendations renewed after a set period of time, usually
three or five years. Depending on the reviewing organization and the number of times your
program has undergone a review, you will be required either to provide updated course
Apprenticeship to College Credit
7
materials and other documentation or to hold another review for your program. These
renewals ensure that a program and its courses meet the same criteria and cover the same
material as when originally reviewed or have been updated based on advances in the
subject matter. Over time, some courses are no longer used, while new courses enter the
apprenticeship program. Both of these instances require consideration.
Be sure to check with the organization about renewals and what is expected. The primary
factors in renewal are usually the time and cost involved in the process.
The Resource Appendix provides useful checklists for each phase of the review process.
8
Apprenticeship to College Credit
Chapter 3: Comparison of Apprenticeship and College Organizational
Structures
In reviewing apprenticeship courses for college credit, a key concern for reviewers is how
the courses are managed and who is teaching them. Because reviewers need to see that an
apprenticeship program is administered at a high level of professionalism and academic
rigor, sloppy record keeping and lax administration have a significantly detrimental impact
on college credit recommendations.
In apprenticeship programs delivered at more than one location, a credit recommendation
for one training location does not mean that all affiliated sites are automatically covered.
The courses, documentation, and administrative process have to be consistent and reflect
an equally high standard across locations, and you will need to present evidence of this. In
these cases, a central oversight and record-keeping structure must administer these
functions. This requirement is similar to that applied in reviewing colleges that operate off-
campus locations.
Record keeping
Evidence of careful record keeping is essential to college credit recommendations for
apprenticeship courses. Detailed and accurate records for each student must include the
date a student enters and leaves an apprenticeship, attendance for each course, evaluation
records, and other data required by individual colleges and universities.
Instructor Qualifications
Instructors must be qualified not only to teach but to reliably evaluate a student’s
performance in an apprenticeship course. Colleges and universities have strict teacher-
qualification standards for each course. In apprenticeship programs, instructors must have
an acceptable level of both skill-based knowledge and experience to demonstrate their
ability to teach and administer courses.
Apprenticeship to College Credit
9
Consistency
Reviewers look for consistency in content and quality for each course in your
apprenticeship program. During the pre-review phase, ask yourself whether each course is
taught the same way, using the same objectives, evaluations, and course materials, each
time it is taught. In seeking college credit for apprenticeship, the program must be able to
assure reviewers that a course is the same every time it is offered. This means that an
apprentice who takes a course in worksite safety this year must receive the same (or
better) course content and level of quality as an apprentice who took the course in a prior
year. And more importantly from the academic perspective, the content and quality of a
course this year have to equal or exceed those of the course when it was reviewed and
recommended for credit.
Apprentice Recruitment and Selection
Reviewers want to know, in detail, how your program recruits and selects apprentices.
They specifically like to review these facets of the process:
1. Recruitment. Information concerning how the apprenticeship program recruits
should include all outreach methods such as job fairs, advertising, and working with
high schools, pre-apprenticeship programs, and employers.
2. Entrance standards and testing. Reviewers want to know the standards for
acceptance into the apprenticeship. Detail education level, entrance testing, and any
other requirements.
3. Interviews. Make sure to provide information on how the program interviews
applicants, including exactly who conducts the interviews and what questions are
asked.
4. Selection. Details of the process for selecting apprentices need to include any votes
or other actions the apprenticeship committee takes in making these decisions.
5. Costs. Provide reviewers with the costs charged an apprentice to participate in the
program. Include all fees (including application fees), the cost of tools and materials,
10
and any other costs for which the apprentice is responsible, such as dues and other
Apprenticeship to College Credit
annual fees. Finally, if applicable, you can show the amount your training fund pays
for each apprentice, to give a sense of your program’s monetary value.
Apprenticeship to College Credit
11
Chapter 4: The Ins and Outs of College Credits
A college credit is the currency of an academic system. In theory the definition is simple:
one college credit represents 12. 5–15 contact hours with a qualified instructor plus 2–3
hours of work outside the classroom. In the era of online learning, and in light of the variety
of new forms of instruction like internships and service learning, however, the system is
less simple. Understanding the credit system is critical in preparing for a review of an
apprenticeship program’s courses.
College Credit Basics
College credits are generally divided into three categories; lower level, upper level, and
graduate. Only the upper- and lower-level credit designations are relevant in assessing
apprenticeship for credits. These are sometimes also referred to as lower-division and
upper-division credits.
There are also nonacademic credits. Vocational credits, for instance, usually aren’t
considered college-level credits and can’t be transferred from one college to another,
although they hold some value within the issuing organization or school.
Continuing Education Units (CEUs), another type of nonacademic credit, are not college-
level credits and cannot be applied toward a college degree. These are generally earned for
in-service or continuing education courses that were never intended to be counted toward
a degree.
Finally, college course designations that begin with zero are typically developmental
courses, sometimes called remedial or foundation courses. These courses are awarded no
academic credits toward a degree. So a course listed as Math 095 is probably
developmental math, and students who complete the course will receive no credits toward
a degree, although they might be required to take the course before enrolling in a math
course designated 100 or higher.
Apprenticeship to College Credit
13
Lower-Level Credits
Lower-level credits are usually earned in a community college two-year program or during
the first two years in a four-year bachelor program. These credits are earned in entry-level
courses taken to fulfill the general education distributions that all states require for
bachelor degree–granting institutions. The courses usually carry number designations in
the 100s or 200s and focus on subject-area fundamentals in English, science, math, social
science, and humanities. For example, English 101 or Math 101 is probably an entry-level
first-year course.
Upper-Level Credits
Upper-level credits are generally earned in more advanced courses involving theoretical or
analytical specialization. Upper-level courses are usually offered in the last two years of a
four-year college degree program and often require introductory courses as prerequisites.
They are generally given course-number designations in the 300s or 400s. For example, an
advanced course in math might be designated Math 487.
When preparing for a course review, a basic consideration is whether to request lower- or
upper-level course credit recommendations. Generally, if a course would most likely be
offered in a community college or in the first two years of a four-year college, it should be
considered a lower-level course. A course likely to be offered in the final two years of a
four-year college can be considered an upper-level course. You can get a good idea of which
category applies to the courses you are having reviewed by comparing them with listings in
the course catalogs of various two- and four-year colleges. Most apprenticeship courses are
comparable to 100- or 200-level courses. Documentation on this issue needs to be available
for the review team.
General Education Credits
Some apprenticeship courses may qualify as general education courses in a degree
program, thereby reducing the number of additional college classes your apprentices need
to complete their degree. Understanding general education requirements and considering
whether some of your courses may qualify for general education credits is well worthwhile.
14
Apprenticeship to College Credit
General education credits are earned in courses that relate to the central body of
knowledge students are expected to gain in college, but perhaps not to a specific major,
occupation, or professional field. Often a college uses standardized test scores to determine
whether a student needs developmental classes before taking these courses. In some cases,
performance measures, particularly advanced placement (AP) exam scores, may exempt a
student from some general education requirements.
General education requirements differ based on the type of degree a student is seeking.
Because associate in science (A.S.) and associate in arts (A.A.) degrees are usually
considered transfer-oriented degrees (degree holders expect to transfer to a four-year
college or university), their general education requirements are greater than those of an
associate in applied science (A.A.S. ) degree, which is often considered a career-preparation
degree not designed for transferring students. However, in January 2011, a New Jersey law
went into effect requiring the state’s public institutions of higher education to treat NJ
PLACE participants transferring from the A.A.S. in Technical Studies degree program as
they would A.S.- and A.A.-degree transfers (P. L. 2009, c. 200 (C. 34:15D-24)).
This chart shows the general education requirements for associate degree programs in
New Jersey (see Resource Appendix for full details). NJ PLACE participants follow the A.A.S.
degree minimum general education requirements.
Course Categories
(Goal Categories)
AA
AS
credits
credits
AAS, AFA
AS Nursing
Certificate
credits
credits
Communication (Written and Oral Com.)
Mathematics – Science – Technology
Mathematics 3-8 cr. (Quant. Knlg. &
Skills)
Science 3-8 cr.
(Sci. Knlg. & Rsng.)
Technological Competency or
Information Literacy 0-4 cr.
Social Science (Society and Human Behavior)
Humanities (Humanistic Perspective)
History (Historical Perspective)
Diversity courses (Global & Cult. Awns.)
6
9
6
3
Unassigned general education credit
General education foundation total
45
Apprenticeship to College Credit
6
9
9
12
6
3
3
3
3
3
3
6
30
3
8
20
6
15
The A.A.S. requires the fewest general education credits because studies are concentrated
on technical courses closely related to a given career or professional field. Each New Jersey
college interprets the unassigned general education credits differently, and most colleges
require more than the state minimum twenty credits in general education coursework. As
you prepare your courses for review, consider whether some have the potential to earn
general education credits in the core areas described next and what, if anything, you could
do to make them eligible for these.
Written and oral communication courses, which address the ability to communicate in
traditional oral and written forms, are a common requirement in all college programs.
These courses are usually titled English Composition, Communications, or something
similar. Finding a course in an apprenticeship that meets this general education
requirement is a challenge, but not impossible. Examples are a course in public speaking or
report writing.
Mathematics, Science, and Technology courses involve conceptual understanding and
application of math and science, including knowledge of computers and technology.
Mathematics courses run the gambit from basic math to calculus. To be considered a
general education course, they usually have to include algebra (equations and formulas)
and/or trigonometry. Many apprenticeship math courses should meet a college’s general
education requirements if the course is presented properly in the review.
Science courses are generally based on the scientific method of inquiry. Apprenticeship
training often includes courses in physics, chemistry, and other sciences. The challenge is to
make sure that the course is properly named and contains enough specific scientific
content to qualify as a general education course in science.
In New Jersey, technology courses focus on computer technology skills. These courses
teach students how to acquire, process, and convey information. Computer science and
information technology are good examples of such courses. Many apprenticeships include
computer-related courses that may meet the technology requirement.
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Apprenticeship to College Credit
Social science courses educate students in social awareness and the responsibilities of
citizenship. They usually fall into the fields of sociology, economics, political science,
anthropology, geography, and psychology and are not commonly found in an
apprenticeship program.
Humanities courses are meant to enhance understanding and impart values of various
cultures. They are typically history, music, philosophy, foreign language, and art courses,
and some colleges also accept blueprint reading in this category. Apprenticeship programs
often include a course of this type. Many, for example, offer a history of their union,
profession, or industry, which may be categorized as a humanities course. Some programs
include a foreign language course.
While colleges, programs, and degrees differ in their specific requirements for general
education credits, almost no student graduates without some required courses and credits
in these areas.
Semester vs. Quarter Credits
Colleges and universities operate on either a semester system or a quarter system, and the
value of a college credit is directly linked to the system used. A semester is generally fifteen
weeks long, and most colleges designate the two main terms as fall and spring. The fall
semester usually runs from September to December, the spring semester from January to
May. Quarters are typically ten weeks in length. Colleges that use the quarter system of
terms generally offer three or four quarters of courses a year.
A course that earns 3 semester hours of credit is equivalent to a course that earns 4.5
quarter hours of credit. However, 3 quarter-hours of credit is generally equivalent to only 2
semester-hours of credit. Be sure to first find out how a college awards credits, and how the
reviewing organization recommends credits, before determining the credit-value of
apprenticeship courses.
Apprenticeship to College Credit
17
Types and Values of Credit Hours
The final pieces of the academic hours puzzle are the types of credit hours that make up a
course and the value awarded to each type. Essentially there are three types of credit
hours: classroom, laboratory, and internship.
Classroom hours are just what you would expect: time a student spends in a classroom
learning directly from a teacher. Classroom hours in an apprenticeship program are the
most likely to be recommended for credit, because the extent of time spent and the nature
of the learning process are easy for reviewers to observe and measure. A vital component
of this designation is that the instructor demonstrates the skills being learned and is
available for student questions and feedback to the student. The generally accepted ratio of
semester classroom hours to credits is 15:1, that is, a course that requires a student to
spend fifteen hours in a classroom over the course of a semester earns one credit.
Laboratory hours are generally the time a student spends in a controlled learning
environment practicing skills taught in the classroom. Since this practice time is also under
the direct supervision of an instructor, credit recommendations for these hours are second
only to classroom hours in value. The generally accepted ratio of semester lab hours to
credits is 30:1, meaning that lab hours are worth half as many credits as classroom hours
or that a student must spend twice the number of hours in a lab to earn the same credit as
time spent in a classroom.
Hours spent in an internship are generally the third-most-valuable type of credit hours.
Internships traditionally are the time spent working with and further developing the skills
learned in a classroom (and a laboratory, where applicable) in a structured but generally
less supervised environment. Internships also give a student the chance to learn new skills
from experience. Credits awarded for internships are generally few in number and require
exponentially more student participation compared to credits for classroom or lab hours.
The generally accepted ratio of semester internship hours to credits is 50:1, but this can
vary widely among colleges.
18
Apprenticeship to College Credit
This chart offers a general idea of the credit value of each type of semester credit hour. The
numbers represent only a general comparison of contact hours to credit and don’t
necessarily apply to any particular course or school.
1 Credit=
2 Credits =
3 Credits =
4 Credits =
Classroom
15 hrs
30 hrs
45 hrs
60 hrs
Laboratory
30 hrs
60 hrs
90 hrs
120 hrs
Internship
50 hrs
100 hrs
150 hrs
200 hrs
Let’s look at a specific example. Your apprenticeship has a mandatory Materials and
Methods course of 60 hours—30 hours of instructor-led classroom work and 30 hours of
laboratory work in the shop under the supervision of an instructor. If the required work is
at a college level, we can calculate the credit value of the course using the formulas from
the table.
30 hours of classroom work equals 2 credit hours.
30 hours of laboratory work equals 1credit hour.
Adding the credit hours together, the course is equivalent to 3 credit hours
Using the chart, the formula is:
#Classroom hour credit equivalents + #Laboratory hour credit equivalents
= #Total credits
The remaining chapters guide you through the process of equating the apprenticeship
coursework to college-level coursework.
Apprenticeship to College Credit
19
Chapter 5: Comparison of Apprenticeship and College Courses
The key to making the case that an apprenticeship course is worthy of a college credit
recommendation is proving that what takes place in the course is at least the equal of what
happens in a typical college course. To consider what it takes for a course to be
creditworthy in a college setting, use the five basic academic elements outlined in this
chapter.
Content Equivalency
The first thing reviewers look at is whether an apprenticeship course is equivalent to a
similar college course. The question to ask yourself in the pre-review phase is this: Is the
training taking place in this apprenticeship class equal to or greater than college-level
content? Another way of looking at this is to ask: Could I find a course like this in a college
or university? The answer is often yes. To make sure, go online or obtain printed copies of
the course descriptions in college catalogs and make the comparison. In New Jersey, course
names and basic course descriptions for many New Jersey colleges are online at
www.NJTRANSFER.org. It is vital to have available for the review team the documentation
that supports the similarity of your courses with existing college courses, especially those
from the college conducting the review or the college with which your program has a
partnership or articulation agreement. Depending on your industry, you may find similar
courses in the following program areas:
•
•
•
•
•
•
•
Architecture
Automotive technology
Civil engineering
Criminal justice
Culinary arts
Drafting and design
Early childhood education
•
•
•
•
•
•
•
Electrical utility technology
Electronics technology
Engineering
Health sciences
Mechanical engineering
Sustainable energy
Technological sciences or technical studies
For specialized apprenticeship courses not generally taught in a college, look for similar
content-specific courses in other fields. For example, a course listed in a college catalog as
Automotive Electrical Systems might compare to a skill-specific Electric Controls for
Mechanical Equipment course in an apprenticeship program.
Apprenticeship to College Credit
21
The Resource Appendix at the back of this handbook includes a Course Presentation
Template for use in matching your courses with standard college courses, as well as
guidance on standardizing the names of your courses for credit transfer purposes.
Course Length
The next aspect reviewers consider is the length of the course. Does it require enough
hours to make it worth a college credit? Almost all courses for academic credit meet a
required minimum number of contact hours, that is, the time a student spends in the
classroom learning under the direct supervision of a teacher. The general rule is that fifteen
hours of classroom instruction are the minimum needed for one semester credit. Lab time
and on-the-job learning (OJL) require more hours (see the end of Chapter 4). If a single
class does meet the number of contact hours required to be worth three or four credits, you
can combine several related shorter courses to reach the minimum contact-hour
requirement. This could save your program money if your reviewers are charging by the
course, and it should ultimately help smooth the college credit transfer process. (Credit
hours are discussed in more detail in Chapter 6.)
Learning Objectives and Outcomes
Reviewers expect each of your courses to have written learning objectives and outcomes
that specify what students will be able to do with the knowledge they’ve gained by the end
of the course and how their understanding will be observed and measured. The desired
learning outcome should be more than simply for apprentices to gain knowledge, but to be
able to apply that knowledge for a specific purpose. Just as every college-level course must
have written learning objectives and outcomes, these are a critical aspect of your courses
for the review team to consider, so make sure to establish them for each course. (Objectives
and outcomes are discussed in more detail in Chapter 8.)
Evaluation Methods
Along with learning objectives and outcomes for each course submitted for review,
reviewers want to see an evaluation strategy in place that ensures apprentices reach the
course’s established learning outcomes. Here you can consider the following questions: Is
22
Apprenticeship to College Credit
there a standard level of mastery required for students in this course? How does a student
demonstrate that ability? How is it documented by the apprenticeship program? Are the
evaluation methods and expected outcomes directly linked to the course’s learning
objectives? It is vital that each student’s progress be documented throughout the
apprenticeship and that the documentation system is the same for all students.
Quality of Materials
Finally, the review team looks at the quality of the course materials. Are the manuals,
books, and other materials equal to or better than college-level standards? In other words,
do the materials used in the apprenticeship course reach or exceed what you would expect
to find in a typical college course? Are the materials up-to-date? A thirty-year-old text is
acceptable if its contents are still current; however, you need to replace texts with outdated
information or procedures.
Even this simplified look at what makes a course creditworthy in a college setting
highlights the importance of making sure that all training activities in an apprenticeship
program meet the standards established for the traditional academic community of
accredited colleges and universities. Many apprenticeship courses already meet these
standards; the crucial element is the way the courses are documented and structured for
the review. This is the subject of the chapters that follow.
Apprenticeship to College Credit
23
Chapter 6: Guidelines for Course Presentation
The way the content of the apprenticeship program is presented to the review team
influences the team’s credit recommendations. This chapter offers important guidelines for
preparing the courses and materials that will be submitted for review.
Standardization
One all-encompassing concept to keep center stage as you consider your preparation and
presentation is standardization. The easier it is for a college to fit your courses into either
their current naming structure or into a standard, universal apprenticeship naming
structure, the easier it is for them to accept your courses into their systems. In academic
terms, if your courses look like standard college courses, they have a far better chance of
receiving both reasonable credit recommendations and transfer onto a college transcript,
the ultimate goal. The more apprenticeship programs, particularly those in the same
industry, work together to standardize course names in common subject areas, the easier
and more likely it is that a college will transfer credits course by course into either an
established program of study at the college or a new program of study the college
establishes for this group of courses. The Course Preparation Template included in the
Resource Appendix of this handbook offers guidance on standardizing course names.
It is especially important to give colleges a way to transfer the apprenticeship credits
course by course rather than as a large block of credits for an entire apprenticeship
program. Block credits may seem like an easy fix for both the college and the
apprenticeship, but they can be detrimental to the student for this reason: they are almost
impossible to transfer from one college to another. That is, block credits can create a
serious roadblock for students who want to change schools, particularly students who
want to transfer an associate degree toward a bachelor degree. Credits that transfer course
by course have a greater likelihood of transferring between colleges.
Apprenticeship to College Credit
25
Course Naming
It is extremely important that apprenticeship programs cooperate to standardize course
names in common subject areas. If you name courses similar to the way colleges name their
courses and you align your course naming with that of other apprenticeship programs,
particularly those in your industry, you make it easier for the credit review team to
understand your course and recommend appropriate credit. A second and equally
important result of standardized course naming is that it helps colleges transfer credits
course by course. The more your courses appear to be unique, nonstandard courses, the
less likely they are to receive fair credit recommendations or to be courses a college is
willing to transfer into a degree program. This means that you need to pay particular
attention to how you name and group your courses.
One thing to keep in mind in naming courses is that the more generic the name, the more
likely it is to be given full consideration, for several reasons. First, more generic course
names are easier for colleges to enter on a transcript and into their administrative systems.
For example, Labor History is a much more generic name than History of Local 893.
Second, the more a course sounds specific to a trade, profession or union, the harder it is
for a review team or a college to see its broader value. Technical Math stands a better
chance of recommendation than does Math for Plumbers.
Where possible, use consecutive numbering for courses in the same content area. For
example, naming courses Blueprint Reading I and Blueprint Reading II works better than
naming the same courses Basic Blueprint Reading and Special Topics in Blueprint Reading.
The numbers show a relationship between the courses that is easier to document and list in
college systems.
A course name needs to reflect its content level in relation to courses offered in a college
setting. This naming has an impact on whether a course might be considered a lower-level
or an upper-level course, or whether it satisfies a general education requirement (see
Chapter 4). You should request upper-level credits for a course that represents the
advanced level of learning you would find in the last two years of a bachelor degree
program.
26
Apprenticeship to College Credit
The more you standardize course names within your industry or, better yet, within the
apprenticeship community, the more advantageous for your review. The Resource
Appendix of this handbook contains a Course Presentation Template that includes
suggested course names.
Course Grouping
Course grouping can have as great an impact on courses’ college transferability as course
naming. The more your credit requests match typical college courses, the easier it will be to
have them transferred on a course-by-course basis. Since the average college class is 3
semester credits, try to cluster your courses into groups worth 3 semester credits. This
may mean combining several small, related courses into one large course or breaking down
a large course into parts. It is much easier for a college to accept a 3-credit course and place
it on a student transcript than several 1-credit courses or a few 8-credit courses. The
exception to this rule is a lab science course, which is often worth 4 credits because it
includes additional lab hours. An apprenticeship’s science classes are best grouped into
classroom time and lab work that equates to 4 credit hours. (See Chapter 4 for guidance on
determining credit-hour requests.)
Course Numbering
The prefixes and numbers associated with a course often vary among colleges, so assigning
your courses meaningful numbers can be challenging. To tackle this challenge, keep in
mind the college system of course numbering: 100 and 200 for the lower level of college
study, 300 and 400 for the upper level. Consider the level of difficulty of each course or
group of courses before you assign course numbers, and be sure to show a progression as
an apprentice proceeds through the program. As a rule of thumb, use 100-level numbers
for introductory and fundamental courses and 200-level numbers for courses that build on
these 100-level courses with advanced or specialty studies. Use 300-level numbers for
highly advanced courses that require 200-level course mastery, and 400-level numbers for
courses requiring mastery of any 300-level courses. The Course Presentation Template in
the Resource Appendix provides sample course numbers for illustrative purposes. New
Apprenticeship to College Credit
27
Jersey apprenticeship programs should contact NJ PLACE for assistance with proposing
course numbers that fit best with your targeted degree-granting institutions.
Materials
Because your credit review presentation must contain the materials used in a course, make
sure these are up-to-date and include course handouts, slides or visual presentations (e.g.,
PowerPoint presentations), manuals, and/or textbooks for each course. Dated and
inadequate materials may trigger a tougher look at a course and may lead to a lower credit
recommendation.
Clustering
When presenting your courses for review, group them in obvious clusters by topic or
content area. That is, don’t scatter five math courses throughout the presentation; instead
present them together as a topic area. This arrangement makes your courses look much
more organized and your program much more professional. If you are clustering classes to
meet the three-credit standard, make sure they relate by topic and present them as one
cohesive group.
If possible, note the point in the program when apprentices are expected to have completed
each course in the cluster series. For example, Occupational Safety and Health will be
completed during the first half of program year 1, and Emergency Response will be
completed during the second half of program year 1. Specifying completion by half-years
where possible helps colleges equate a course to a semester, a boon to the course-bycourse transfer process.
Consistency
An easy way to reinforce the view that your apprenticeship program is a cohesive,
connected educational program is to present all your courses and materials in a way that
gives them the same look and feel. Fifteen courses that look like they belong together make
a much better impression than fifteen courses that look disconnected or that come from
different sources. One simple strategy for addressing this issue is to place all the course
28
Apprenticeship to College Credit
materials in similar binders with matching covers, even if the materials inside differ from
each other.
Instructor Résumés
An extremely important aspect of the review is certifying the apprenticeship program’s
control over its instructors’ qualifications. You need up-to-date résumés from all your
instructors showing they have, at a minimum, achieved professional or journeyman status.
(College instructors are required to have a degree one level above the level of the courses
they teach; professional or journeyman status is the equivalent in apprenticeship
programs.) Be sure each résumé highlights the individual’s length and range of experience
as an instructor, as well as any advanced professional and academic credentials such as a
professional license or college degree. Keep copies of their advanced certifications and
credentials on hand. Current, comprehensive résumés help establish credibility for your
program.
Paperwork Completion
You will need to submit paperwork relating to each course you are having reviewed.
Carefully completing all such paperwork ahead of time helps prevent delays and surprises.
Be sure to ask the reviewing organization any questions that come up while you’re doing
the preparation. Don’t wait until the day of the review to get clarification on any aspect of
the process or paperwork that doesn’t make sense to you. And be sure to complete
everything the reviewing organization has requested; don’t let an incomplete or missing
document derail the process.
Apprenticeship to College Credit
29
Chapter 7: On-the-Job Learning
For apprenticeship programs, one of the most challenging elements of the review process is
receiving college credit recommendations for on-the-job learning (OJL), the US Department
of Labor’s new term for on-the-job training (OJT). Even though OJL typically covers
thousands of hours in an apprenticeship program, most reviewers are reluctant to
recommend credits for this major element of apprenticeship because they see it as work
rather than as education. Your job is to convince them otherwise.
Establishing OJL as an Educational Experience
To properly present OJL as a course worthy of college credit, you must do the following
three things:
1. Document. Make sure that the OJL process is thoroughly documented. This has to
be more specific than a statement that an apprentice spends two thousand hours
a year out in the field. You need detailed documentation that reflects all the skills
an apprentice learns during OJL hours, as well as the supervision the apprentice
receives. Be sure your record keeping is consistent and organized; it will serve as
the apprentice’s journal or log of the learning experience.
2. Evaluate. Make the evaluation process for OJL hours clear. You must have not
only specific lists of skills an apprentice is practicing, but also a detailed
evaluation process on which an instructor or supervisor signs off. If an
apprentice spends forty hours working on skills a, b, and c, exactly how is each
skill evaluated and how is that evaluation documented?
3. Connect. Draw connections between the apprenticeship courses and the time
spent in OJL. Demonstrate objectives and learning outcomes for OJL that parallel
and link to related classroom instruction. This connection of the classroom to the
workplace shows that on-site job training is simply education in another setting.
In academia, similar training is usually termed “clinical practice.” The more you
connect a course with OJL, the more it supports the understanding that the
apprentices’ education flows throughout the apprenticeship program.
Apprenticeship to College Credit
31
The essential element is to make the case for reviewers that OJL is not just working on the
job but education. This argument is more persuasive when rigorous evaluation and record
keeping takes place on the job. Again, these elements need to be more concrete than
someone saying that learning and practice are taking place: OJL must have a clear link to
classroom courses, have learning objectives and outcomes, and be subject to evaluation
mechanisms and appropriate documentation. The Resource Appendix includes a sample
apprentice monthly work record that can serve these three functions.
Determining OJL Credits
OJL as Internship
In addition to making sure that OJL is viewed as an educational experience, you want
reviewers to equate on-the-job learning with a concept familiar to colleges. OJL is most
similar to internships, cooperative education, or residency programs at colleges,
particularly those in skilled fields like medicine and nursing, so it is best to present it from
this perspective. The purpose of OJL is to facilitate the transition from student (i.e. ,
apprentice) to professional (i. e. , journeyman) using the following learning objectives:
•
To provide apprentices with an orientation to varied work settings within their
•
profession/trade
•
and competence in technical skills and procedures related to their profession/trade
•
thinking skills in a real-world environment
•
To provide a practical opportunity for apprentices to demonstrate understanding
To provide apprentices the opportunity to apply sound judgment and critical
To develop an apprentice’s time-management and teamwork skills
To develop these skill sets through professional/journeymen observation and
demonstration, as well as through practical (i.e., hands-on) learning with
•
professional/journeymen oversight
To increase the apprentice’s level of applied skill and degree of job responsibility
with each successive internship
32
Apprenticeship to College Credit
Dangers of Equating OJL to Labs
In the past, some programs have equated OJL with lab time related to their classroom-
based courses, but this practice is not recommended. Certainly, labs are designed to be
the place where a student is involved in hands-on learning under the direction of a teacher,
a scenario that sounds a lot like what happens during OJL: apprentices practice and hone
their skills under the supervision of professionals/journeymen and supervisors while
receiving valuable feedback to improve their skills. Placing OJL in the context of a
laboratory class in college seems to make a lot of sense on the surface, and it would likely
appeal to an academic reviewer. However, there are dangers in equating OJL to lab
time.
The first danger is that labs are generally worth a single semester credit hour, so treating
OJL as lab time may further dilute the credit recommendation. Asking for more than one
credit for lab time may make it difficult for a college to accept it on a transcript. The second
danger is that to equate OJL hours to lab time, you would need to separate OJL hours by
skill set in practice (not just in theory). Those hours would have to be consistent from
apprentice to apprentice, not just within a single class of apprentices but from year to year.
Not all professions/trades can meet this requirement, and the overall goal is to create
standardization among apprenticeship programs. Remember, it’s standardization that will
help all apprenticeships, yours included, achieve the most college credit transfers from
their credit recommendations.
Therefore, to both standardize the academic treatment of OJL and to maximize credit
transfer, it is recommended that you submit OJL courses by apprentice year as
internships rather than by skill sets as lab time.
Number of Credits
The last issue regarding OJL concerns the number of credits to request for each year of the
apprenticeship. Even though apprentices spend the majority of their education in OJL,
colleges have difficulty granting a majority of credits from this type of learning. Therefore,
you’ll need to strike a balance.
Apprenticeship to College Credit
33
As long as you can meet the basic requirements just discussed, it is recommended that you
request four semester internship credits for each year of OJL during the
apprenticeship. Although the typical two thousand OJL hours is ten times the normal fourcredit internship hours, dividing your OJL any further is not likely to result in any more
actual credit transfers onto a college transcript or into a degree program. And because this
is where credits really count, there is no need to spend the time, energy, and money
submitting OJL in increments of less than one year. If you request upper-level credits for
your advanced coursework and you directly connect your OJL to these advanced courses,
you should consider requesting upper-level credit for the corresponding years of OJL. This
case is more likely to be made in apprenticeship programs of more than two years.
34
Apprenticeship to College Credit
Chapter 8: Course Syllabus Design
Once you have strategically determined how to present your apprenticeship program’s
coursework, you are ready for the final step—creating a detailed and professional syllabus
for each course being reviewed.
A course syllabus generally contains these main elements:
1. Course name and number
2. Course schedule
3. Instructor name(s) and contact information
4. Course prerequisites
5. Course description
6. Course objectives
7. Learning outcomes
8. Evaluation specifics
9. Required materials
10. Course outline/Instruction
Let’s look at these elements in more detail.
1. The course name and number is a critical part of the course syllabus (and review).
These must accurately reflect the course content and fit within the academic naming
and numbering scheme employed by the reviewing organization. The closer the name
corresponds to already existing credit courses at colleges, the easier it is for the
reviewers to feel comfortable with awarding it credit. For more information on course
naming, see Chapter 6 and the Course Presentation Template in the Resource Appendix.
Numbering should reflect the course level (see Chapter 4) and where it fits in the
progression of your program’s courses.
2. The course schedule shows how often the course is taught and how long each session
lasts. For example, the course session could be fifteen three-hour sessions over the
course of fifteen weeks or five eight-hour sessions over the course of one week. If your
Apprenticeship to College Credit
35
class has a regularly scheduled day and time (e.g. Wednesday 6:00 – 9:00 P.M.), be sure
to include this detail.
3. Because college classes are taught by various instructors, the syllabus always includes
the instructor’s name and contact information. When you prepare your course
syllabus, be sure to include the name of the instructor or instructors who teach the
class. You can list the training center as their contact information. If your program is
offered at more than one location, you should include a description of the qualifications
an instructor needs to teach the course.
4. Listing course prerequisites is important when courses are delivered in sequence,
that is, when a course requires that another course or set of courses be completed first.
Listing required prerequisites shows the reviewers that your apprenticeship program is
equivalent to a college program of study and helps explain course numbering and
requested credit levels.
5. A course description provides a brief overview of your course and is usually a single
paragraph. You can also note the teaching format(s), that is, classroom, lab, or on the
job.
Course objectives and learning outcomes are the most critical elements of your syllabus.
Without them the reviewers have little information on which to base their decision about
credit worthiness. Objectives and outcomes are directly tied to evaluation, and reviewers
will check for this connection. For instance, you can’t say you are teaching shop math and
then evaluate students by having them balance a checkbook.
6. A course objective should describe in one or two sentences what apprentices should
be able to do at the end of the course: how they will be able to use the knowledge
gained in the course for a specific purpose. For example, the objective for a welding
course could be to qualify the apprentice for certification as a welder (the apprentice
will be able to use the knowledge gained to earn certification). The objective of an
occupational safety and health course may be to prepare the apprentice to work safely
on the job and properly identify and address any safety concerns (these are specific
36
Apprenticeship to College Credit
skills to which the apprentice will apply the knowledge gained in the course). If a
federal OSHA certification results from satisfactory course completion, you can add this
to the objective.
7. Learning outcomes directly tie in with the course’s objective and are composed of two
basic elements. First, each outcome must be observable and measurable. A learning
outcome that includes demonstration of a skill or behavior is both observable and
measurable. If you list things the student will “understand” or “learn,” you must include
a concrete way to observe and measure this outcome. Second, each learning outcome
must contain an evaluative element. The statements of these outcomes will prove
valuable as you prepare the evaluation-specifics element of your syllabus. Well-written
learning outcomes look something like this:
Upon completion of this course the student will be able to demonstrate the correct
use of personal protective equipment.
Upon completion of this course the student will be able to describe the processes
and procedures for decontamination, medical surveillance, and site control.
8. Evaluation specifics are detailed descriptions of how students will be evaluated to
determine if they have met the course objectives. It is here that you make the point that
your course involves more than just having a student listen to a teacher or watch a DVD.
Reviewers are focused on making sure your courses result in real learning, and this is
the reality element in your syllabus.
Be sure to make the evaluation process clear. Using the “personal protective
equipment” example, the evaluation specifics could be:
Over the course of ten weeks, students will receive X hours of lecture and classroom
demonstration by the instructor, as well as X hours of lab-based practice, in the use
of personal protective equipment, the situations when this equipment is required
because of jobsite hazards, and the accurate identification of hazardous situations.
Students will complete two written assignments that present real-world scenarios
Apprenticeship to College Credit
37
in which students must identify hazards and how to properly clean them.
Instructors will also observe and evaluate students on suiting up properly with
personal protective equipment. Finally, students will complete a written exam at the
end of the course demonstrating the correct use of personal protective equipment.
This level of detail shows a review team that not only is the course content presented to
the students, but also each student must demonstrate the ability to meet the course
objectives.
9. In the required materials section, list all items that are part of the course. This
includes books, manuals, handouts, materials, tools, and any other relevant course
materials. This list is equivalent to the required-reading section in a college course
syllabus.
10. A college course syllabus generally includes a course outline, that is, an outline of
planned instruction that includes the topics and objectives, assignments, and
evaluations anticipated for each class session. When you design your course outline in a
similar manner, reviewers can see how the course’s content is covered session by
session and understand how these sessions relate to your course objectives, learning
outcomes, evaluative elements, and text and materials.
This seems like a lot of detail, but the course syllabus is a blueprint of your course.
Reviewers are unlikely to find any course without such a blueprint worthy of credit. Your
course blueprint needs to provide the same level of detail required of the syllabus for every
college credit course. The Resource Appendix contains an outline of a syllabus, as well
samples for reference.
38
Apprenticeship to College Credit
Resource Appendix
The appendix contains the following resources for practical use during each phase of the
course review process:
•
•
•
•
•
•
•
•
•
Course Presentation Template
Documenting On-the-Job Learning Using the Apprentice Monthly Work Record
Pre-Review Checklist
Review Checklist
Post-Review Checklist
New Jersey College General Education Requirements
Course Syllabus: Outline
Course Syllabus: Sample Apprentice Course
Course Syllabus: Sample Three-Credit College Course
Apprenticeship to College Credit
39
Course Presentation Template
SEM.
CREDITS
(COMBINE
CLASSROOM
& LAB HRS)
COURSE
LEVEL
3
LL
Communications or Technology
Computer
COMP101
Literacy
3
LL
CAD105
3
LL
Spanish
SPN101
3
LL
MTH105
3
LL
BUS 221
3
LL
Cost Estimating
BUS 231
3
LL
Engineering
Strengths of
Materials
ENG or
TCH 221
3
LL
STANDARD
COURSE NAME
COURSE
BY TYPE
NUMBER*
Foundation/Remedial
Basic
MTH090
Mathematics
Humanities
Computer-Aided
Design
Labor History
Mathematics
Technical
Mathematics
Business
Personnel
Management &
Supervision
40
HST111
or
HST211
3
LL
COURSE FOCUS
Fundamental mathematical operations of
arithmetic (addition, subtraction,
multiplication, division), number types
(decimals, fractions, percentages), and
calculations using a ruler
Basics of computer literacy, including
function, use, and applications
Theories, principles, and techniques of
graphics communication for the
construction and engineering disciplines
Basic Spanish for communicating on the
jobsite
Trade-union history (local and/or
international) and/or the history of the
labor movement and/or U. S. employment
Topics selected from arithmetic, algebra,
geometry, and trigonometry with
applications for profession/trade
Fundamental concepts in the
management/supervision process of
planning, organizing, leading, and control;
emphasizes decision making and the
leadership roles of the manager or
supervisor
Estimating procedures and techniques used
for developing budgets and schedules to
meet the performance requirements of
industry projects, including considerations
of labor, raw material, and capital
equipment costs
Study of the strength of materials with
emphasis on practical applications; topics
include axial stress and strain, material
properties, torsion stress and strain, shear
and moment diagrams, bending shear
stresses, beam design, theoretical and
specification column analysis and design,
connection analysis, and combined stresses
using Mohr's Circle
Apprenticeship to College Credit
Course Presentation Template
COURSE
NUMBER*
SEM.
CREDITS
(COMBINE
CLASSROOM
& LAB HRS)
COURSE
LEVEL
CHM101
4
LL
Applied Physics
PHY101
4
LL
Fluid Mechanics
PHY 221
4
LL
Thermodynamics
PHY 321
4
UL
On-The-Job Learning
Profession/Trade
TCH 151
Internship Year 1
4
LL
STANDARD
COURSE NAME
BY TYPE
Science
Applied
Chemistry
Profession/Trade
Internship Year 2
TCH 152
4
LL
Profession/Trade
Internship Year 3
TCH 251
4
LL
Profession/Trade
Internship Year 4
TCH 252
4
LL
Profession/Trade
Internship Year 5
TCH 351
4
UL
Apprenticeship to College Credit
COURSE FOCUS
Foundations of chemistry with practical
examples, experiments, and exercises
related to skills required on the job; courses
in thermodynamics (HVAC & Refrigeration)
or the science of welding may qualify as
chemistry courses.
Topics of motion, mechanics, heat and
energy, properties of matter, sound, light,
electricity and magnetism, along with
application of these principles to your
profession/trade
Basic concepts and applications of fluid
systems, including essentials of fluid
properties, fluid statics, Bernoulli’s theorem,
fluid measurements, and losses due to flow
in pipes; lab work deals with models and
operational systems as well as exercises
involving the underlying principles of
hydraulic and pneumatic mechanisms.
Thermodynamics analysis of the mechanical
refrigeration cycle and its associated
equipment; topics include properties of
matter, ideal gas processes, laws of
thermodynamics, Mollier and p-h diagrams,
psychometric properties of air,
reciprocating compressors, evaporators,
system equilibrium, condensers, and cooling
towers
On-the-job learning documented, evaluated,
and connected to classroom instruction –
1st year apprentice
On-the-job learning documented, evaluated,
and connected to classroom instruction –
2nd year apprentice
On-the-job learning documented, evaluated,
and connected to classroom instruction –
3rd year apprentice
On-the-job learning documented, evaluated,
and connected to classroom instruction –
4th year apprentice
On-the-job learning documented, evaluated,
and connected to classroom instruction –
5th year apprentice
41
Course Presentation Template
SEM.
CREDITS
STANDARD
(COMBINE
COURSE NAME
COURSE
CLASSROOM COURSE
BY TYPE
NUMBER*
LEVEL COURSE FOCUS
& LAB HRS)
Common Trade/Industry Courses, level 100 (divide into Parts I, II, III as appropriate)
Trade
TCH 101
3
LL
Orientation to and fundamentals of your
Introduction
trade
Profession/Trade
Fundamentals:
XXX
Occupational
Safety & Health
TCH 105
3 each
LL
TCH 108
3
LL
Profession/Trade
Skills: XXX
TCH 110,
111…
3 each
LL
Tools and
Equipment
TCH 121
3
LL
Construction
Materials &
Methods
TCH 125
3
LL
Blueprint
Reading
TCH 131
3
LL
Electrical Circuits
TCH 135
3
LL
Welding
Fabrication
Methods
TCH 141
3
LL
42
Study of a topic or concept not listed
elsewhere that is fundamental to your
profession/trade
Basics of jobsite safety, including courses
such as OSHA 10, OSHA 30, Mine Safety,
Lead Safety, and CPR
Skill-focused course or group of courses not
listed elsewhere but considered a basic skill
for the trade (i.e., not advanced)
Use and care of the common tools and
equipment used to perform the work of
your trade
Fundamentals of residential and/or
commercial construction materials and
practices, including types of construction,
structural design requirements, and the
properties of common construction
materials in your trade
Reading and interpreting blueprints and
specifications associated with the
construction trades; emphasis on
interpretation of details for foundations,
floor plans, elevations, and schedules
Basic study of AC and DC electrical circuits
using basic electrical quantities and analysis
of series, parallel, and series-parallel
circuits
Welding, soldering, and brazing techniques
and practical applications; divide into types
of welding if appropriate (i. e. , arc, oxy fuel)
Apprenticeship to College Credit
Course Presentation Template
SEM.
CREDITS
STANDARD
(COMBINE
COURSE NAME
COURSE
CLASSROOM COURSE
BY TYPE
NUMBER*
LEVEL COURSE FOCUS
& LAB HRS)
Common Trade/Industry Courses, level 200+ (divide into Parts I, II, III as appropriate)
Specialty
TCH 210,
3 each
LL
Specialty skill particular to your
Profession/Trade
211…
profession/trade; prerequisite is mastery of
Skills: XXX
100-level course(s)
Structures
TCH 226
3
LL
Surveying
TCH 231
3
LL
Rigging
TCH 236
3
LL
Emergency
Response
TCH 241
3
LL
Advanced
Profession/Trade
Skills: XXX
TCH 310,
311…
3 each
UL
Application of the principles of strength of
materials to the analysis and design of
structural steel, reinforced concrete, timber,
and aluminum structures
Introduction to surveying, measurement
theory, field and office procedures, and
error analysis; lectures emphasize the
concepts, computations, analysis and
adjustments of leveling, angle observation,
distance measure, and control traverses;
field exercises stress the techniques of
distance measure, from rough pacing to the
use of the Electronic Distance Measure
instrument, as well as the correct
procedures for horizontal and vertical angle
observations
Fundamentals of rigging, including
procedures for using equipment to safely
move materials and tools, identifying
appropriate knot or practice for securing
lines, describing the step-by-step
procedures for moving and mounting
equipment, and understanding materials
and the science of their performance in
rigging situations
Basic principles of emergency response and
management related to natural or humancaused disasters; identification assessment,
and monitoring of risks; and mitigation of
risks using available technological, human,
and organizational resources, including
hazardous material handling
Skill-focused course or group of courses at a
highly advanced level; prerequisite is
mastery of a 200-level course
* Note: In New Jersey, higher education institutions do not share a consistent course numbering system.
Therefore, the course numbers in the template are strictly illustrative. New Jersey programs should contact
NJ PLACE for assistance with proposing course numbers that best fit your targeted degree-granting
institutions.
Apprenticeship to College Credit
43
Documenting On-The-Job Learning
Using the Apprentice Monthly Work Record
These are excerpts from the insulators’ apprentice monthly work-record booklet. The
cover of the booklet contains instructions detailing evaluation criteria, evaluation method,
and grading scale. The booklet provides an easy way to document skill learning, with
learning objectives and evaluation mechanisms for each work week. It also provides
concrete evidence of the connection of OJL to classroom instruction.
44
Apprenticeship to College Credit
Pre-Review Checklist
Pg 1
□ Contact the NJ PLACE office.
□ Select the organization to perform the review and contact them. Be sure to get all the
forms they require and understand their process and timeline.
□ Gather all relevant materials.
□ Group materials by course.
□ Make sure each course includes at least the following:
□ Syllabus
□ Materials
□ Evaluations
□ Organize and revise courses and materials as necessary to meet review requirements.
□ Secure a copy of the apprenticeship standards for presentation at the review.
□ Secure a copy of apprenticeship qualifications for presentation at the review.
□ Secure a copy of the apprenticeship agreement for presentation at the review.
□ Prepare documentation and materials related to administration and maintenance of
the record- keeping functions within the program.
□ Collect up-to-date résumés from all staff and instructors.
□ Work with the reviewing organization to determine the following:
□ Logistics – date, time, and place of review
□ Financial responsibility
□ Review team members
□ Review team requirements concerning courses and materials
□ Complete all paperwork and forms required by the reviewing organization.
Apprenticeship to College Credit
45
Pre-Review Checklist
Pg 2
□ Forward any materials and documentation requested prior to the review meeting.
□ Determine internal staff and instructors necessary for the review and form an internal
review committee.
□ Hold a practice session with your internal review committee.
□ Determine if external expertise is necessary and arrange for participation.
□ Recheck all of the above.
46
Apprenticeship to College Credit
Review Checklist
□ Verify logistics such as time and place of the review.
□ Notify the NJ PLACE office of these logistics.
□ Verify that all required personnel are present.
□ Verify that all standby personnel are available as necessary.
□ Organize materials in groups corresponding to each course.
□ Be prepared to present any information requested by the reviewing organization.
□ Be prepared to justify all of the credit recommendations that you have requested with
documentation and subject-matter expertise as necessary.
Apprenticeship to College Credit
47
Post-Review Checklist
□ Respond to any follow-up requests immediately.
□ Maintain lines of communication with the review organization and work with them to
assure a timely report.
□ Share any communications you receive with the NJ PLACE office, including follow-up
requests and credit recommendations.
Be sure to work with NJ PLACE on obtaining articulation agreements with local community
colleges.
48
Apprenticeship to College Credit
NJ College
General Education Requirements
This chart has been provided by NJ Council of County Colleges.
Apprenticeship to College Credit
49
Course Syllabus
Outline
Course Name and Number:
Course Schedule:
Instructor Name(s) and Contact:
Course Prerequisites:
Course Description:
Course Objective(s):
Learning Outcomes:
Evaluation and Grading (sometimes called Class Requirements or Assignments):
Required Materials:
Course Outline/Instruction: This section describes time allotted to topics, objectives to be
accomplished, and the use of evaluation mechanisms and materials. While the description can be
in paragraph form, many college syllabi break down the course description into an outline of
class topics as follows:
Class Topic 1: Description of the topic covered and materials required.
Include information on all assignments and evaluation mechanisms (skill
testing, quizzes, tests, instructor observation). Note how the topic is covered
(lecture and demonstration, lab practice, or both), with the number of hours
devoted to each method.
Time Period 2 Class Topic 2: Same elements as above
Time Period 3 Class Topic 3: Same elements as above
…Continue listing each time period and each topic covered in the course.
Time Period 1
(e. g. , Week
1; Day 1; 8
Hrs)
50
Apprenticeship to College Credit
Course Syllabus
Sample Apprentice Course - Pg 1
Syllabus: Hazardous Materials Handling TCH241
Course Schedule: This course is a total of 60 hours over the course of 15 sessions, with 30 hours of
classroom instruction and 30 hours of lab work. Classroom and lab sessions are combined where
appropriate into 4-hour blocks.
Instructor Information: The instructors for this course are journeymen possessing the experience and
qualifications to be able to perform all of the demonstrated skills. They have been trained as instructors
by the international education office’s instructor training program.
Course Prerequisites: This course is intended for apprentices in the second half of their first year of
training and requires satisfactory completion of OSHA 30.
Course Description: This course prepares students to safely handle hazardous materials on the
worksite, including lead, and advises them of legal rights and regulations pertaining to hazardous
materials. The first part of the course is focused on hazardous materials in general and the second is
focused on lead. Instruction is a combination of lecture, skill demonstration, and student practice in the
skills lab.
Course Objectives: The objective of this course is to enable students to work at hazardous waste sites
and work on construction sites where there is a possibility of lead exposure by instilling the practical skill
and knowledge to handle hazardous materials safely.
Learning Outcomes: Upon successful completion of this course, the student will be able to: recognize
hazards and use hazardous material information sources; describe legal rights and responsibilities
related to hazards, including lead; describe the health effects of hazardous materials, including lead;
implement the processes and procedures for decontamination, medical surveillance, and site control;
correctly use personal protective equipment and respirators; work in confined spaces; describe
appropriate site practices and hazard control; describe processes and procedures for emergency
response; explain the history of lead and its uses; identify regulations and sampling methods related to
lead; follow hazard communication regulations; and describe work methods on steel structures where
lead may be present.
Course Assignments: Students are required to complete 6 question sheets on class topics: 3 individually
and 3 in small groups. In addition, students will practice skills demonstrated by their instructor, then
demonstrate mastery of these skills in a skills lab and/or outside in a work area. Students will also be
required to pass two exams: one will focus on hazardous materials and the other on lead hazards.
Course Grading and Attendance: Student course grades are computed as follows: each question sheet
is worth 5%; demonstrating skill mastery is worth 30%; and each written exam is worth 20%.
Course Materials: Hazardous Material Training Manual and video series; Lead Hazard Training Guide
and video A Breath of Air; Confined Space Training Manual; Smart Mark hazard awareness curriculum on
Confined Spaces, Hazard Communication, Materials Handling, and Personal Protective Equipment;
CPWR Disaster-Response DVD
Apprenticeship to College Credit
51
Course Syllabus
Sample Apprentice Course - Pg 2
Instruction: All classes except exam days combine lecture, skill demonstration, and student practice in
the skills lab or outside work area.
Class 1
Class 2
Class 3
Class 4
Class 5
Class 6
Class 7
Class 8
Class 9
Class 10
Class 11
Class 12
Class 13
Class 14
Class 15
52
Recognizing hazards and hazardous material information sources
Hazard Material Training Manual and video
Legal rights and responsibilities related to hazards
Hazard Material Training Manual
Individual Assignment 1 due
Health effects of hazardous materials
Hazard Material Training Manual
A Breath of Air
Small group assignment in class
Processes and procedures for decontamination
Hazard Material Training Manual
Use of personal protective equipment and respirators
Smart Mark materials on Personal Protective Equipment
Individual Assignment 2 due
Medical surveillance and site control
Hazardous Material Training Manual
Appropriate site practices and hazard control
Hazard Material Training Manual
Small group assignment in class
Processes and procedures for emergency response and confined spaces
CPWR Disaster-Response DVD
Confined Space Training Manual
Smart Mark materials on confined space
Hazardous materials exam and skills demonstration
The history of lead and its uses
Lead Hazard Training Guide and video
Regulations and sampling methods related to lead
Lead Hazard Training Guide
Hazard communication regulations
Smart Mark materials on hazard communication
Individual Assignment 3 due
Work methods on steel structures when lead may be present
Lead Hazard Training Guide
Workers’ legal rights related to lead
Lead Hazard Training Guide
Small group assignment in class
Lead hazards exam and skills demonstration
Apprenticeship to College Credit
Course Syllabus
Sample 3-Credit College Course – Pg 1
This syllabus is provided courtesy of Rutgers University Professor David Bensman, PhD.
Syllabus: Development of the Labor Movement 2
Prof. David Bensman
Course Overview: This course explores how Americans built this nation, through individual,
family, communal and political action, from the rise of industrial capitalism in the late
nineteenth century, to the present day. As students engage with each other in extensive
weekly discussions, analyze the textbook, watch video clips, and research and write their term
paper, they are encouraged to reflect on how their own lives have been influenced by the
efforts of previous generations to make a good life and a decent society. While the course will
focus on how people worked, and what their workplaces were like, it will also focus on how
political movements, business innovations and government policies shaped workplaces and
created the rules by which we live and work today.
Course Objectives and Grading: The course seeks to help students develop five skills.
Critical thinking
Relating social theory to personal experience
Understanding events in social context
Developing clear and persuasive argument
Supporting argument with evidence
All assignments will be graded with these objectives in mind. Students will be expected to
document their evidence by citing sources
Class Requirements:
1. Participation in discussion forums (See On-line Discussion Guidelines and Grading Rubric in
Document Sharing.) 60% of grade
2. Term paper. 40% of grade. (See Term Paper Assignment guideline in Document Sharing.)
Book to Buy: Who Built America? Volume 2 (third edition) by American Social History Project
Bedford St. Martin
Available from Barnes and Noble bookstore, Ferrin Mall, or on-line.
ISBN-13: 9780312446925
Pub. date: 12/21/2007
Apprenticeship to College Credit
53
Course Syllabus
Sample 3-Credit College Course - Pg 2
Course Outline
Unit One: Introduction – The Great Upheaval
Jan. 19-23
Reading: Who Built America? Volume 2, pp. 19-21
Video: “The Grand Army of Starvation”
Unit Two: Progress and Poverty
Jan. 24-30
Reading: WBA? Prologue and Chapter One
Video Clips: “John D. Rockefeller, a Biography;” “Enterprise of a Thousand Tears;” and “The
Secret History of the Ku Klux Klan ”
Unit Three: Community and Conflict
Jan. 31- Feb. 6
Reading: WBA? Chapter Two
Video Clips: “Haymarket Riot,” and “Homestead Strike and Andrew Carnegie”
Unit Four: Industrial Capitalism Triumphs
Feb. 7-Feb. 13
Reading: WBA? Chapter Three
Video Clip: “The Pullman Strike ”
Unit Five: Change and Continuity in Daily Life
Feb. 14-20
Reading: WBA? Chapter Four
Video Clips: “Ford and Taylor: Scientific Management,” “The Beat Goes On,” and “Upton
Sinclair’s The Jungle ”
Unit Six: Radicals and Reformers in the Progressive Era
Feb. 21-27
Reading: WBA? Chapter Five
Video Clips: “Killing for Coal and “Interview with Frances Perkins’ Biographer, Kristen Downey ”
Unit Seven: Wars for Democracy
March Feb. 28-March 6
Reading: WBA? Chapter Six
Video Clips: “World War I Footage,” “St. Louis Race Riot,” and “Seattle General Strike ”
Unit Eight: A New Era
March 7-13
Reading: Who Built America? Chapter Nine
Video Clips: “Working for Ford,” Parts 1 and 2
Unit Nine: The Great Depression and the First New Deal
March 21-27
Reading: WBA? Chapter Eight
54
Apprenticeship to College Credit
Course Syllabus
Sample 3-Credit College Course – Pg 3
Video Clips: “The Great Depression,” The Rise and Fall of the National Recovery Act,” and “The
Historic Battles of San Francisco, Minneapolis and Toledo, 1934. ”
Unit Ten: Labor Democratizes America
March 28-April 3
Reading: WBA?, Chapter Nine
Video Clips:“AFL vs. CIO split in 1935,” “The Woman Behind the New Deal”, (section on Perkins
in New Deal), “Flint Sit-down Strike, 1937,”“Chicago Memorial Day Massacre,” “Frank Hague vs.
The Red Menace. ”
Unit Eleven: A Nation Transformed
April 4-10
Reading: WBA? Chapter Ten
Video Clips: “John L. Lewis and Miners in WWII,”“Rosie the Riveter. ”
Unit Twelve: The Cold War Boom
April 11-17
Reading: WBA?, Chapter Eleven
Video Clips: “Army-Sen. McCarthy Hearings on Communism,” “The Growth of the Suburbs,
Levittown, Pa. ,”“Integration in Suburbia?” and “Strong Arms to Aid the USA, Los Braceros, Part
1).
Unit Thirteen: The Rights-Conscious Sixties
April 18-April 25
Reading: WBA?Chapter Twelve
Video Clips: “Montgomery Bus Boycott,” “Cesar Chavez and the United Farmworkers,”
“Workplace Health and Safety Movement, WWII to OSHA,” and
“Tony Mazzochi Tribute. ”
April 25 – Drafts of Term Paper Due
Unit Fourteen: Economic Adversity Transforms the Nation
April 24-May 1
Reading: WBA? Chapter Thirteen
Video Clip: “Reagan Fires Air Traffic Controllers. ”
May 10 – Term Paper Due
Apprenticeship to College Credit
55